Meaghan M. McCollow, Jordan Shurr and Andrea D. Jasper
A shift from a medical model to a social model of including learners with disabilities has occurred over the past 25 years (Stella, Forlin, & Lan, 2007). This shift has impacted…
Abstract
A shift from a medical model to a social model of including learners with disabilities has occurred over the past 25 years (Stella, Forlin, & Lan, 2007). This shift has impacted both preservice teacher preparation and in-service teacher professional development. This chapter utilizes a conceptual framework built on the work of Forlin and colleagues (Forlin, Loreman, Sharma, & Earle, 2009; Sharma, Forlin, Loreman, & Earle, 2006; Stella et al., 2007) to guide teacher preparation and professional development. This conceptual framework provides a model for (1) addressing attitudes and perceptions; (2) increasing knowledge of disability policies, laws, and evidence-based practices for providing instruction in inclusive settings; (3) and increasing experiences with individuals with disabilities, including experiences within inclusive settings. In addition, the framework incorporates aspects of the context within which inclusion is to occur. Implications include recommendations for teacher training and professional development to improve inclusive education for learners with LID.
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Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18;…
Abstract
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.
Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management…
Abstract
Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18;…
Abstract
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18;…
Abstract
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.
Karen R. Johnson, Sunyoung Park and Sanghamitra Chaudhuri
As the concept of mindfulness gains popularity in the workplace, there is a need to understand the extent to which mindfulness-related practices are integrated into training and…
Abstract
Purpose
As the concept of mindfulness gains popularity in the workplace, there is a need to understand the extent to which mindfulness-related practices are integrated into training and development activities and the impact of these practices on employees and organizations. The purpose of this study is to provide an overview of the scope of mindfulness as an intervention in the workplace and to identify outcomes of mindfulness-related training activities at the individual, job/work, team/group and organizational levels.
Design/methodology/approach
Torraco (2005) and Briner and Denyer's (2012) four steps (search, selection, analysis and synthesis) for conducting an integrative literature review were used for this study. This method enabled us to compare and contrast relevant articles, integrate distributed information, create new knowledge and provide research directions on mindfulness practices in work settings.
Findings
Through a revision of 28 empirical studies, the authors found that mindfulness-based training is an effective intervention for organizations to improve mental health, wellbeing and performance of employees. A total of 51 significant outcomes of mindfulness-related training categorized at the individual (23), job/work (17), group/team (7) and organizational (4) levels were identified.
Practical implications
Despite the benefits of mindfulness training, according to the research, only a handful of organizations have rolled-out this program for employees. The authors recommend that industry leaders and managers take a proactive approach and incorporate mindfulness-related practices as part of their professional development training for employees at all levels to improve personal and professional growth and performance.
Originality/value
This paper extends the emerging literature on mindfulness by providing a comprehensive summary of the consequences of mindfulness training at a multilevel context within the human resource development domain.